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TP 8 Mind and Heart
Elementary level


Students, during earlier stages in this lesson, will learn some phrasel verbs related to Health The skills focus will be on a reading text about the Mind and Heart in which students during a pre-reading stage will brainstorm ideas about how to be healthy and later during a while-reading stage, practice reading for specific information followed by reading for details. For a post-reading. they will put practice about how to be healthy which is related to context.


Abc picture
Abc face2face Cillie Cunningham&Belinda Cerda
Abc Matching handout
Abc question hand out
Abc white board

Main Aims

  • To provide reading for specific information and detailed reading practice using a text about health in the context of heart and mind

Subsidiary Aims

  • To provide clarification and practice of phrasal verbs and new vocabulary related to the context
  • To provide fluency speaking practice in a health problems and how we can be heathier


Stage 1 (Lead In) (4-5 minutes) • To set lesson context and engage students

Teacher shows students a pictures teacher to SS ( i have informatiion to say about how to be healthy). i read and you listen and they will give T extra informations. CCQs ( do ı read?)yes, (do you listen?)yes. Teacher says: drink more water walk more. drink milk everryday. teacher to students : i told you many things can you tell me more? students say some information: and teacher writes some explanations about this pıcture.

Stage 2 (introduce some Vocab) (4-7 minutes) • Students will learn needed vocabulary for a later reading activity

teacher tries to elicit some words using EC teacher elicits word (Disease) after that some CCQs such as: is disease bad or good? from disease T will try to elicit more words give one denguors kind of Disease: Cancer : T ask why some people have cancer ? because of smoking after that, teacher asks how to be health? do exercise dont eat fried food eat vegatables ....

Stage 3 (Pre-Reading) (4-5 minutes) • To prepare students for the text and make it accessible for the students

T divides SS into 4 or 5 groups. and gives them cut-ups for ss these cut-ups contain words and ğıctures and studntes will try to match them together. do you match? yes do you listen? no these stage T will try introduce the idea of context by matcing hearts and words from the context form Face2Face book. when they finish group will swap to check from others.

Stage 4 (While-Reading 1) (2-3 minutes) • reading for gist and scan topic for specific information

first T will set a time for students just 2 minutes. then the instructions: they will work alone under line the positive aspects. circul the negative aspects. do you work alone? yes do you underline the positive aspects? yes do you cercil the negative ASPECT? YES teacher will write on the board two colum and he will draw two things positive with line under it and negative with ceurcil. after that SS will check in pairs then T gives whole class FB

Stage 5 (While-Reading 2) (13-16 minutes) • Students will be able to read for details

after that teacher will give students instructions. here they have already had a task the teacher will give them istructions first you have 7 questıons and you read the ğassage and find the answers of these questions. they will work alone. do you listen? no do you read? yes do work alone? yes these questions contain many specific information about the passage Ss will read the passage carefully and they will answer these guestions. when they finish working alone they will check in pairs. when T will give them FB ask about the first senteces. whole class feed back T askes SS some question such as do you agree? what do you think ?

Stage 6 (Post-Reading) (8-9 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned

T divides the SS into pairs and ask them to tell their friends about a good diet and how to be healthy. now they will think about good tips to be healthy. they will make a converation about how to be a healthy person. when they finish teacher asks SS about their opinions and T lets them share their ideas with whole class T monitors SS during stage of speaking and helps them if they need. T monitors SS and takes notes of errors and mistakes and after that and when they finish activities. T focuses on some error-corrections.

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